Tools
Tools
Biza, Irene 
ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Zachariades, Theodossios
(2007)
Using tasks to explore teacher knowledge in situation-specific contexts.
Journal of Mathematics Teacher Education, 10.
pp. 301-309.
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Abstract
Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of |x|+|x−1|=0) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | mathtask |
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| Depositing User: | Julie Frith |
| Date Deposited: | 07 Feb 2012 10:10 |
| Last Modified: | 01 Feb 2023 10:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/36871 |
| DOI: | 10.1007/s10857-007-9043-y |
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